Helmholtz Centre Potsdam - GFZ German Research Centre for Geosciences
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The relationships between bedtime routines and children’s sleep as well as well-being: cross-sectional survey
No full textIt is considered that good bedtime routines can promote child health, development and wellbeing (Kitsaras et al., 2021). However, empirical research on the mechanisms by which bedtime routines have the desired effect on children's well-being is scarce.
It has been also considered that forming an appropriate bedtime routine by caregivers significantly affects children’s sleep. Bedtime routines provide relaxation and a sense of security to children before going to sleep. Moreover, forming combinations of habitual behaviors and children’s sleepiness or relaxation facilitates sleep onset and maintenance. Hygienic activities that promote starting bedtime routines are available at low cost and are highly acceptable. For children, regular and good sleep is considered to be the foundation for the development of executive functions, maintenance and promotion of mental and physical health, and adaptation to the environment.
The purpose of this study is to examine whether bedtime routines have a direct desirable effect on child’s well-being (does the daily-nightly parent-child interaction itself effect?) or whether bedtime routines influence child’s well-being through sleep health
Witnessing Others’ Experiences Perceptually and Directly Is Necessary for Toddlers’ Mental State Ascriptions
No full textThis is the pre-registration of the second experiment in the project designed to investigate if toddlers’ theory of mind skills are rooted in their capacity to keep records of others’ perceptual experiences of objects
You don’t see what I see: The effect of gaze camouflage and social anxiety on social attention in naturalistic situations
No full textResearch question: To what extent does trait social anxiety and the use of shaded versus clear eye-tracking glasses influence gaze behavior and physiological responses in natural situations?
Methodological Approach: To cover a wide spectrum of trait social anxiety, potential study participants previously complete a screening questionnaire that assesses the presence and severity of DSM-5 criteria for social anxiety disorder. In the study, participants are instructed to take an approximately 30-minute walk. No specific route is given. During the walk, gaze behavior, physiological responses (heart rate and electrodermal activity), and the chosen route are recorded. Participants will receive a mobile eye tracker with shaded or clear lenses with the members of the two groups matched for gender and social anxiety. By doing so we aim to investigate the influence of social desirability on natural gaze behavior. After the walk, participants are asked to wait briefly in the study room with a confederate allegedly being another participant filling out questionnaires. The presence of another person allows the measurement of attentional processes during a natural interaction with a stranger. After a brief waiting period, the confederate initiates a short, scripted interaction with the participant. Afterward, the participants are again asked to complete the screening questionnaire as well as some further questionnaires on social anxiety, autism spectrum traits, and social competence (SPAI, SIAS, AQ-K, ISK-K). To ensure that the participants' behavior occurs spontaneously and intuitively, rather than being controlled top-down, they are told that the eye tracker is used to record pupillary responses and the sports watch is used to measure pulse. In addition, participants are not informed in advance that the waiting situation is also a situation of interest for the current study. Subsequently, all participants will be fully informed about the manipulation, the relevant dependent variables, and the necessity of the experimental procedure. They can then again object to anonymized use and analysis of the data and request their immediate and complete deletion
Variability of therapeutic first impression through priming
No full textIn a second study (impacted by the results of the master thesis of Tuchschmid et al.; 2020) hints were found that resource priming; based on a therapeutic first impression, will result in a better salotogene/strength assessment of patients. We would like to replicate the study with some modifications on our side to get a deeper understanding about the effects and mechanism of priming. Our online supported study will have qualified and trainee psychotherapists who have experience working with adults or children and adolescents. They will be shown a series of short clips (featuring actresses as patients), and there will be a resource and problem priming before the therapists should fill out questionnaires of initial clinical impression
Carbon labels on restaurant menus and their effect on climate-friendly dish choices: The moderating role of attitude, subjective norm, and perceived behavioral control
No full textThis online study serves two major goals: First, we want to quantify the effect of carbon labels (traffic-light symbols with a number indicating the greenhouse gas emissions of a dish expressed in kilograms of CO2 equivalents) included in restaurant menus on diners’ dish choice behavior and associated greenhouse gas emissions, thus replicating the results of an earlier experiment (Author, 2022). Second, we want to determine how far a dish choice informed by these labels can be regarded as a rational action. According to the well-established Theory of Planned Behavior (TPB, Ajzen, 1991), the intention to choose a climate-friendly dish at a restaurant can be predicted by the attitude toward this behavior, a corresponding subjective norm, and a corresponding perceived behavioral control. A recent correlational study (Liu et al., 2022) confirmed this assumption. Our goal is to replicate this finding using an experimental design. Additionally, we want to explore whether carbon labels on menus would be accepted among diners and whether the labels exert a spill-over effect
Predicting the memorability of scene pictures - Experiment 3
No full textPrevious research found inconsistent results on the accuracy of metamemory for pictures of naturalistic scenes. Specifically, memorability judgments (MJs) for pictures – judgments of how memorable an item is – have been reported to be unpredictive of actual image memorability (Isola, Parikh, et al., 2011; Isola et al., 2014). However, other studies have found that judgments of learning (JOLs) – predictions of one’s own later memory performance for recently studied items – are moderately predictive of participant’s recognition memory performance for pictures (Kao et al., 2005; Schmoeger et al., 2020; Tauber et al., 2017; Undorf & Bröder, 2021). Crucially, JOLs are online predictions of one’s own memory performance during a learning phase, whereas MJs are judgments about the generic attribute of memorability of a picture.
The aim of this study was to directly compare the relative accuracy and basis of MJs and JOLs for pictures of scenes. In two previous non-preregistered experiments, participants completed MJ and JOL tasks in counterbalanced order. In the MJ task, they judged the general memorability of each picture. In the JOL task, they studied pictures and made JOLs during a learning phase, followed by a recognition memory test. Results showed that both MJs and JOLs relied on the same cues (i.e., interestingness and aesthetics) and were predictive of differences in the population memorability of scenes (i.e., mean recognition memory at the item-level across all participants). The relative accuracy of MJs considerably improved after completing a JOL task. In contrast, JOLs had similar relative accuracy when made before and after an MJ task. The goal of this experiment is to test whether the improvement in relative accuracy of MJs after a JOL task is due to completing 1) a learning phase with JOLs, 2) a recognition memory test, or 3) both
Exemplifying Risks in Health News: The Interplay of Social Identity and Objective Risk
No full textThis study investigates how social identities of health exemplars and risk severity in news coverage influence audience responses. The study also tests dual identification and emotional responses (fear, anxiety, and schadenfreude) as the underlying mechanisms of exemplar effects
Self-regulation in the academic domain: Reciprocal within-person associations between adolescents’ academic self-efficacy, relatedness at school, and intrinsic academic motivation
No full textIn early adolescence, adolescents are typically required to manage increasingly complex and diverse learning tasks (Barber & Olsen, 2004; Nelemans et al., 2018). Persistent academic maladjustment might predict increases in self-deprecation, and consequently increases in internalizing problems such as depression and anxiety (Hong et al., 2022; Moilanen et al., 2010; Pollack et al., 2021). Self-determination theory (SDT; Deci & Ryan, 2000; Ryan & Deci, 2000) provides a theoretical framework for successful navigation of academic challenges. This theory has long emphasized the importance of three basic psychological needs, namely autonomy, competence, and relatedness, as predictors of adolescents’ academic success and well-being (Kurdi & Archambault, 2020; Teuber et al., 2022; Wang et al., 2021). However, these factors have not yet been investigated in the school context. Therefore, this study aims to examine how school relatedness, academic self-efficacy and intrinsic motivation interact during the transition period, in order to draw a comprehensive understanding of protective factors during pivotal school transitions and guide specific intervention and prevention practices.
Bidirectional Associations among Intrinsic Academic Motivation, Self-Efficacy, and School relatedness
Intrinsic academic motivation refers to individuals’ engagement in learning activities based on their own choice, volition, or values in order to experience joy or pleasure (Deci & Ryan, 1985; Ryan & Connell, 1989), which can be regarded as autonomy in the school domain. As it contributes considerably to adolescents’ academic achievement and well-being across different grades and cultures (Feri et al., 2016; Velki, 2011), identifying and understanding the factors and promoting intrinsic academic motivation is a worthy area of research. According to Self-Determination Theory (Deci & Ryan, 2000), intrinsic academic motivation can be fostered by conditions supporting the individual’s perception of competence and relatedness (Gnambs & Hanfstingl, 2016; Hui et al., 2011).
Academic self-efficacy is the perceived capability to fulfill academic expectations and to manage an individual’s own learning activities, which pertains to judgments and beliefs about one's own competence (Bandura, 1993; Muris, 2002). Adolescents with higher self-efficacy have a sense of mastery over their scholastic work and feel confident in their capabilities (Herman et al., 2008). These adolescents usually demonstrate more competence in academic activities (Olivier et al., 2019; Usher et al., 2019; Zysberg & Schwabsky, 2021), that is, the experience of mastery and being effective in academic tasks (Ryan & Deci, 2000). Theoretically, perceived competence is an important element of intrinsic academic motivation (Deci & Ryan, 1985). Perceived competence can be identified as academic self-efficacy (Muris, 2002), which is thought to be related to individuals’ inherent joy and pleasure (Wang et al., 2022). Empirical research supports this, adolescents with higher academic self-efficacy reported higher academic motivation than adolescents than others (Bassi et al., 2007; Malkoç & Kesen Mutlu, 2018). If adolescents believe they have more academic competence, these positive experiences subjective feelings or perceptions can motivate them to exhibit inherent interest and pleasure (Holmquist et al., 2022; Leung et al., 2004), and we therefore hypothesize that academic self-efficacy is an antecedent of intrinsic academic motivation. However, intrinsic motivation might not only be a result of academic self-efficacy, but might be bidirectionally related to it: Individuals with autonomous motivation demonstrated to adopt a positive outlook toward challenges (Wigfield et al., 2004), have high persistence on schoolwork (Ratelle et al., 2007), spend more time on academic tasks, and desire to gain a deeper understanding of the content (Baker et al., 2000; Schiefele, 1999). These behaviors may lead to more academic competence that related to self-efficacy.
School relatedness includes a feeling of connectedness to teachers and their emotional attachment to the school, (Hernández et al., 2016; Neel & Fuligni, 2013), which can be thought as an essential prerequisite for autonomously motivated behavior and competence. According to Self-Determination Theory, intrinsic academic motivation and perceived competence are more likely to develop when adolescents have a sense of belonging and feel connected to others (Deci & Ryan, 2000). In line with this, previous research found that adolescents who have better relatedness reported higher academic motivation and self-efficacy than adolescents who have worse relatedness (Schneider et al., 2008; Wentzel, 2017; Wu et al., 2022; Yang et al., 2022). In turn, adolescents with higher intrinsic motivation and academic self-efficacy might also have the stronger emotional connection to school and teachers. As academic performance is the major responsibility of teachers, which is also generally recognized as an educational goal in the school context (Wang & Eccles, 2012; Wentzel et al., 2016). Both intrinsic motivation and academic self-efficacy are automatically associated with positive emotions (e.g., joy, pride, enjoyment) (Pekrun, 2006; Wang et al., 2022). From the perspective of classical conditioning theory (Kuhl et al., 2021), adolescents tend to unconsciously pair positive emotions with situations that generate positive emotions (i.e., school and teachers). Thus, adolescents with higher intrinsic motivation and academic self-efficacy might be easily to activate conditioned memories of joy and happiness that relate to the school and teachers, and consequently develop more school relatedness. In addition, it is possible that school relatedness not only directly associates with intrinsic academic motivation and self-efficacy, but also can strengthen the positive associations between academic self-efficacy and intrinsic motivation. In line with self-determination theory, relatedness is in fact essential for individuals’ adjustment and well-being (Deci & Ryan, 2000). Previous studies have provided evidence for this: if adolescents in a supportive and connected context, they have more psychosocial resources (Wentzel et al., 2016), which can contribute to the development of academic self-efficacy and intrinsic motivation